摘要：Problem Statement: The instructional design, as an anticipation act, foreshadowing the didactic act, allowed us to conceive the didactic process from a rationalizing perspective and offered us efficiency, foresight, and process rigorous attributes, overcoming the behavioral scheme from which only the entering and exiting from the educational system counts (S-R), not taking into consideration what happens with these components (processes, mechanisms, substrata). Through the scientific conceiving we proposed a system of methodological operations (recommendations, prescriptions, guiding), which will ensure the quality and efficiency of the undertaken training process.Purpose of Study: This research was undertaken as a necessity of renewal within the field, with the purpose of showing that in the Physical Education activity only the motric objectives are taken into consideration, while the cognitive and affective ones, although known, are not introduced in the didactic conception or in students’ training.Research Methods: Bibliographic study method; Observation method; Enquiry method (conversation, questionnaire, etc.); Pedagogical experiment method; Statistical-Mathematical method; Graphical method.Findings: I have realized a study on a number of 20 professors with the purpose of verifying the statement that during didactic conception, they use only motric objectives, disregarding the cognitive and affective ones.Conclusions: Through scientific conception thought on the basis of cognitive and affective objectives along with the motric ones, we propose a new thinking concept and a new didactic action, which will state explicitly and organized, a system of methodological operations (recommendations, prescriptions, guiding), which will ensure the quality and efficiency of the training process undertaken.
关键词：didactic conception;objectives;cognitive and affective;programs;professors;physical education;students
